0
Research Papers

When Theater Comes to Engineering Design: Oh How Creative They Can Be

[+] Author and Article Information
Ferris M. Pfeiffer

Department of Bioengineering,
Department of Orthopaedic Surgery,
University of Missouri Extension,
Columbia, MO 65211

Rachel E. Bauer, Suzanne Burgoyne, Jennie J. Pardoe

Department of Theatre,
University of Missouri Extension,
Columbia, MO 65211

Steve Borgelt, Sheila Grant, Heather K. Hunt

Department of Bioengineering,
University of Missouri Extension,
Columbia, MO 65211

David C. Schmidt

University of Missouri Extension,
Columbia, MO 65211

Manuscript received December 5, 2016; final manuscript received May 16, 2017; published online June 6, 2017. Assoc. Editor: Kristen Billiar.

J Biomech Eng 139(7), 071004 (Jun 06, 2017) (4 pages) Paper No: BIO-16-1498; doi: 10.1115/1.4036793 History: Received December 05, 2016; Revised May 16, 2017

The creative process is fun, complex, and sometimes frustrating, but it is critical to the future of our nation and progress in science, technology, engineering, mathematics (STEM), as well as other fields. Thus, we set out to see if implementing methods of active learning typical to the theater department could impact the creativity of senior capstone design students in the bioengineering (BE) department. Senior bioengineering capstone design students were allowed to self-select into groups. Prior to the beginning of coursework, all students completed a validated survey measuring engineering design self-efficacy. The control and experimental groups both received standard instruction, but in addition the experimental group received 1 h per week of creativity training developed by a theater professor. Following the semester, the students again completed the self-efficacy survey. The surveys were examined to identify differences in the initial and final self-efficacy in the experimental and control groups over the course of the semester. An analysis of variance was used to compare the experimental and control groups with p < 0.05 considered significant. Students in the experimental group reported more than a twofold (4.8 (C) versus 10.9 (E)) increase of confidence. Additionally, students in the experimental group were more motivated and less anxious when engaging in engineering design following the semester of creativity instruction. The results of this pilot study indicate that there is a significant potential to improve engineering students' creative self-efficacy through the implementation of a “curriculum of creativity” which is developed using theater methods.

FIGURES IN THIS ARTICLE
<>
Copyright © 2017 by ASME
Your Session has timed out. Please sign back in to continue.

References

Estrin, J. , 2009, Closing the Innovation Gap: Reigniting the Spark of Creativity in a Global Economy, McGraw-Hill, New York.
Kao, J. , 2007, Innovation Nation: How America Is Losing Its Innovation Edge, Why It Matters, and What We Can Do to Get It Back, Free Press, New York.
Bartsch, K. , 2009, “ The Employment Projections for 2008-18,” Monthly Labor Rev., 132(11), pp. 3–10.
Diamantidis, A. D. , and Chatzoglou, P. D. , 2014, “ Employee Post-Training Behavior and Performance: Evaluating the Results of the Training Process,” Int. J. Train. Dev., 18(3), pp. 149–170.
Houle, D. , 2012, Entering the Shift Age: The End of the Information Age and the New Era of Transformation, Sourcebooks, Naperville, IL.
IBM, 2010, “ Global CEO Study: Creativity Selected as Most Crucial Factor for Future Success,” International Business Machines, Armonk, NY, accessed May 26, 2017, https://www-03.ibm.com/press/us/en/pressrelease/31670.wss
Zenios, S. , Makower, J. , Yock, P. , Brinton, T. J. , Kumar, U. N. , Denend, L. , and Krummel, T. M. , 2010, Biodesign: The Process of Innovating Medical Technologies, Cambridge University Press, New York.
Cropley, D. H. , 2015, Teaching Engineers to Think Creatively: Barriers and Obstacles in STEM Disciplines, Routledge, London.
Kaufman, J. C. , 2009, Creativity 101, Springer, New York.
Csikszentmihalyi, M. , 1996, Creativity: Flow and the Psychology of Invention and Innovation, Harper Perennial, New York.
Beghetto, R. A. , and Kaufman, J. C. , 2010, Broadening Conceptions of Creativity in the Classroom, Cambridge University Press, Cambridge, UK.
Carberry, A. R. , Lee, H.-S. , and Ohland, M. W. , 2010, “ Measuring Engineering Design Self-Efficacy,” J. Eng. Educ., 99(1), pp. 71–79. [CrossRef]
Bandura, A. , 1997, Self-Efficacy: The Exercise of Control, W.H. Freeman, New York. [PubMed] [PubMed]
Boal, A. , 2002, Games for Actors and Non-Actors, 2nd ed., Routledge, London.
Sawyer, K. , 2013, Zig-Zag: The Surprising Path to Greater Creativity, Jossey-Bass, San Francisco, CA.
Robinson, S. K. , 2011, Out of Our Minds: Learning to Be Creative, Capstone, Chichester, UK.
Mathisen, G. E. , 2011, “ Organizational Antecedents of Creative Self-Efficacy,” Creativity Innovation Manage., 20(3), pp. 185–195. [CrossRef]
Ng, T. W. H. , and Lucianetti, L. , 2016, “ Within-Individual Increases in Innovative Behavior and Creative, Persuasion, and Change Self-Efficacy Over Time: A Social-Cognitive Theory Perspective,” J. Appl. Psychol., 101(1), pp. 14–34. [CrossRef] [PubMed]
Pajares, F. , 1996, “ Self-Efficacy Beliefs in Academic Settings,” Rev. Educ. Res., 66(4), pp. 543–578. [CrossRef]
Sawyer, R. K. , 2012, Explaining Creativity: The Science of Human Innovation, 2nd ed., Oxford University Press, Oxford, UK.
Sternberg, R. , 2007, Creativity as a Habit, World Scientific, Singapore.
Zhao, H. , Seibert, S. E. , and Hills, G. E. , 2005, “ The Mediating Role of Self-Efficacy in the Development of Entrepreneurial Intentions,” J. Appl. Psychol., 90(6), pp. 1265–1272. [CrossRef] [PubMed]

Figures

Grahic Jump Location
Fig. 1

Student self-reported change in confidence in the engineering design process following a semester using a curriculum of creativity. (columns a–i correspond to Appendix A and the key above).

Grahic Jump Location
Fig. 2

Student self-reported change in motivation in the engineering design process following a semester using a curriculum of creativity. (columns a–i correspond to Appendix A and the key above).

Grahic Jump Location
Fig. 3

Student self-reported change in anxiety in the engineering design process following a semester using a curriculum of creativity. (columns a–i correspond to Appendix A and the key above).

Tables

Errata

Discussions

Some tools below are only available to our subscribers or users with an online account.

Related Content

Customize your page view by dragging and repositioning the boxes below.

Related Journal Articles
Related eBook Content
Topic Collections

Sorry! You do not have access to this content. For assistance or to subscribe, please contact us:

  • TELEPHONE: 1-800-843-2763 (Toll-free in the USA)
  • EMAIL: asmedigitalcollection@asme.org
Sign In